Clarke High School Advisory Mission Statement

Clarke High School Advisory Mission Statement

"Kids don't care how much you know until they know how much you care."-(John Wooden)

The mission of the Clarke High School Advisory program is to promote and provide a strong network of support and communication led by a committed Advisor. Advisory activities will guide and monitor personal and academic growth, promote a sense of social engagement and foster community responsibility to help each student attain his/her potential to make a living, a life and a difference.

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The Clarke High School Portfolio and Senior Presentation

Background:

After several years of small steps and continued critiquing/changes, in 2007, Clarke Community School Board voted the High School Portfolio/Senior Presentation as mandatory requirements for graduation from Clarke High School. Starting the 2011-12 year, the board voted to grade and assign credit for advisory; students earn ¼ credit for each year of the portfolio/advisory participation, which includes the Senior Presentation.

What is a portfolio?

A portfolio is a collection of work from all areas of a student’s education. It should reflect what the student has learned and his/her best efforts as well as what has challenged him/her the most. It should also reflect what the student is most proud of, even if it did not earn an ‘A’ or another award. It will also contain other artifacts representing a student’s life in and out of school: community service, extra curricular activities, jobs, church, etc. Portfolios are used in the post secondary world of education as well as business, technology and fine arts. In short, they are relevant in today’s society.

Background information and research:

In looking at models from all over the United States, including Iowa, it is apparent that portfolios serve to bridge the gaps between grade reports and in-class tasks; and between students and parents/ parents and teachers. They give concrete ‘proof’ of a students’academicsand other life experiences from which they learn. They are used with student-led conferences and show proof of a student’s performance in any or all classes and/or activities. Portfolios are not new ideas; they have proven their usefulness through the years. The Clarke Portfolio/Senior Presentation represent a hybridof ideas and input based on the needs of our students, it reinforces the importance of the Core Curriculumand encourages Relationships, Rigor and Relevance throughout high school.

Why the high school portfolio/ senior presentation?

-The biggest complaint we hear from students is ‘this class material does not pertain to me and what I want to do with my life’. A portfolio will reflect each student’s career pathway as well as show mastery of essential or core learnings.

-The second biggest complaint is from seniors who feel they are ‘trapped’ in school. They only need a few credits to graduate, but they don’t want to enroll in any of the remaining electives. The project is a way to focus, especially that final semester, on connecting to real college experiences, vocational experiences, other postsecondary option experiences and/or the world of work.

-The senior project is the final ‘test’ of 13 years of education. It incorporates research, writing, job shadows, internships, mentors, and a presentation. It shows the application of knowledge.

-A student’s work is a bigger reflection of his or her education, it fills in the information that test scores do not show.

- A senior portfolio/presentation is the ultimate accountability tool for education. If properly completed, the portfolio and presentation will highlight all aspects of a student’s education and reveal more about each student, as well as help form better bonds among the supporting cast: teachers, curriculum, parents, and the community.

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Grading for Advisory 9 – 12

Grade cutoffs: (common grading scale)

94.5 – 100 A

89.5 – 94.4 A-

87.5 – 89.4 B+

84.5 – 87.4 B

79.5 – 84.4 B-

77.5 – 79.4 C+

74.5 – 77.4 C

69.5 – 74.4 C-

67.5 – 69.4 D+

64.5 – 67.4 D

59.5 – 64.4 D-

Below 59.5 F

Categories:

Attendance/participation

40%

3 points--present and working

2 points--tardy and working

1 point--present but not participating

0 points--unexcused absence

*It is recommended that the attendance/participation be entered on a daily or weekly basis—NOT as a lump sum at the end of the quarter.

Checklist

60%

Change to a 5 point scale

5 points--time final draft

4 points--on time-needs some corrections

3 points--within 1 week late and a final draft

2 points--not finished until end of Q

1 point--artifact and no reflection or the reverse

0 pints--not in

*It is recommended that the Checklist items be entered individually—NOT as a lump sum at the end of the quarter.

Unusual circumstances should be individually discussed with the administration.

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Clarke Advisory Program:

Advisor/Student Roles, and Grade Level Focus and Benefits

Freshman

Focus: Who Am I?

Advisor Roles

Build relationship with student(s) and is bridge to parents
Serve as student advocate
Encourage/celebrate differences of mixed group
Facilitates/supports activities
Monitor grades/attendance through JMC
Is each advisee on track to graduate?
Check portfolio pieces in a timely manner, give feedback and send to second reader.

Student Roles

Relationship building with peers
Relationship building with community
Understand role of community (CCIA Program/Speakers-Osceola Chamber of Commerce)
Introduced to clubs and other school activities (Freshman Orientation)
Discover how to be successful in high school
Understand/identify personal strengths and weaknesses
Identify volunteerism/service opportunities and benefits
Monitor grades
Begin portfolio process
Continue “I Have a Plan Iowa”
Begin to hone 21st Century Skills
Celebrate your successes!

Sophomore

Focus: Where Am I Going?

Advisor Roles

Continues to build relationship with student(s) and is bridge to parents
Continues to serve as student advocate
Continues to encourage/celebrate differences of mixed group
Facilitates/supports activities
Examine/encourage choices in academics and activities
Monitor grades/attendance through JMC
Explain/guide in career speaker choices
Is each advisee on track to graduate?
Check portfolio pieces in a timely manner, give feedback, and send to second reader.

Student Roles

Continue/expand relationship building with peers/mixed group
Continue/expand relationship with community

Research options for career goals
Make more informed choices in academics/activities

CCIA Step 2 (Tour of Osceola)
Learn to self-evaluate work, goals, and citizenship
Build transcript/resume
Continue to add to portfolio
Celebrate your successes!

Junior

How Am I Going to Get There?

Advisor Roles

Continues to build relationship with student(s) and is bridge to parents
Continues to serve as student advocate
Continues to encourage/celebrate differences of mixed group
Facilitates/supports activities
Closely monitor grades/attendance through JMC
Examine/encourage choices in academics and activities
Explain/guide in career speaker choices
Is each advisee on track to graduate?
Check portfolio pieces in a timely manner, give feedbackand send to second reader.

Student Roles

Show clearer understanding of pathway and goals
Know strengths and weaknesses in personal and academic skills
Deeper research on after high school options: jobs, vocational programs, military, and/or college
Continue building transcript/ resume
Add meaningful/thoughtful material to portfolio
Celebrate your successes!

Senior

Am I Ready?

Advisor Roles

Closely monitor grades/attendance through JMC
Continues to build relationship with student(s) and is bridge to parents
Continues to serve as student advocate
Continues to encourage/celebrate differences of mixed group
Facilitates/supports activities
Serve as guide and cheerleader for graduation!

Check portfolio pieces in a timely manner, give feedbackand send to second reader.

Student Roles

Totally focus on future: work, school, military, etc.

Further career exploration
Prove financial literacy (Everfi)

Finalize the pieces of the portfolio
Understand portfolio use: documentation for interviews, scholarships, and employment
Brainstorming, outlining, and implementing the senior presentation
Celebrate your success!

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Career Pathway Descriptions

Social, Human, and Government

Do you enjoy…

Helping others learn new things or acquire information?

Getting along with a variety of people?

Helping others, giving information, and/or providing aid?

Reading about or study how society works?

Sharing ideas with others?

Home, Health, and Recreation

Do you…

Have a desire to help people?

Value a healthy body for yourself and others?

Enjoy searching for answers to physical and mental human problems?

Have good eye, hand, and finger dexterity?

Enjoy working as a member of a team?

Feel fascinated by the human body and its workings?

Arts and Communications

Are you creative?

Are you innovative?

Are you flexible?

Agriculture and Natural Resources

Do you enjoy working outdoors with plants or animals?

Would you rather accomplish specific tasks than to simply discuss or theorize about them?

Do you enjoy doing mechanical or physical tasks?

Industrial Technology and Engineering

Do you…

Enjoy solving problems using facts and judgment?

Like to work with objects and determine how they work?

Do you like to work with your hands, assembling, building, or repairing things?

Business and Marketing

Are you seen as a leader by your peers?

Do you enjoy planning and directing the activities of an organization?

Do you prefer directing the work of others or having others direct your work?

Have you ever been told that you are very persuasive and can convince others of your point of view?

Do you prefer your work to be structured with clear guidelines?

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Tips/Formatting Portfolio Pieces

Student name, date of artifact and advisor name should be on each piece!
Use current (dated) templates only! Old copies need to be deleted.
All typed pieces should be 12 point, plain font. (Palatino, Times, Cambria, etc.)

Remain consistent as possible in style and font throughout each year.
Use complete, well-written sentences.
No spelling errors; all students know how to use spell check/grammar check.
Must use Standard English, formal style. They have been taught these rules in English classes. (May only use 1st person in reflections, e.g. I, me, myself, we, us and no use of second person pronouns- ‘you/your’.)

Answer questions presented for each type of artifact
Follow directions on artifact templates.
When in doubt—ask!

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Academic and Personal Artifact

Examples-not all-inclusive

Academic

Honor roll (highlight your name)
Tests
Artwork samples
Reports/essays/projects
Copy of PowerPoint presentation
Pictures of sewing, cooking, band/choir practice or lessons, carpentry, Ag, Industrial Tech,
Any assignment that shows challenge or improvement.
Academic certificates

Jobs/Skills

Picture of you on the job
Job shadow picture or evaluation
Pictures of you working in your vocational area
Copy of job name tag
CPR training card
Work place evaluation or proof of pay increase
Pictures or projects that show collaboration/teamwork.
Pictures/programs from performances
Any certificate of achievement

Personal/Social

Newspaper articles about you
Pictures of yourself, family, friends, etc.
Pictures of hobbies or home projects
Church group activities/pictures
Vacation pictures or information
Camp brochure/picture
Ribbons from competitions

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NOTE TO ADVISORS: Please share any site(s) specific to your area of expertise.

FRESHMAN WEBSITES

Multiple Intelligence Test

“visit the site” http/ (watch video explaining the Multiple Intelligences)

Choose: Assessment-Here is an interactive Form

I Have a Plan

NOTE: Before printing, copy and paste relevant information to a Word Document as some of these articles are quite lengthy.

After high school/Career research sites

(this one is very good-breaks the job markets down state-by-state)

SOPHOMORE WEBSITES

Princeton Review Career Quiz

Click on careers (middle-right on the page)

Five minute test

Print out

Personality Type Printout

(type in name)

I Have a Plan

NOTE: Before printing, copy and paste relevant information to a Word Document as some of these articles are quite lengthy.

After high school/Career research sites

(this one is very good-breaks the job markets down state-by-state)

JUNIOR WEBSITES

I Have a Plan

NOTE: Before printing, copy and paste relevant information to a Word Document as some of these articles are quite lengthy.

After high school/Career research sites

(this one is very good-breaks the job markets down state-by-state)

Any college or vocational websites

SENIOR WEBSITES

I Have a Plan

NOTE: Before printing, copy and paste relevant information to a Word Document as some of these articles are quite lengthy.

After high school/Career research sites

(this one is very good-breaks the job markets down state-by-state)

Any college or vocational websites

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Personal Artifact Reflection

Name:

Advisor:

Date: (month and year)

Title or Description of Artifact:

Write at least five complete, well-written sentences for each question.

1.How does this artifact show the purpose of your portfolio? How might it show dedication to family/friends, school, work, hobby and/or community?

2.Personal Reflection: Why did you choose this artifact? What have you learned from this experience(s)? What life lessons/life’s skills have you gained?

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Academic Artifact Reflection

Name:

Advisor:

Date: (month and year)

Class Name:

Write at least five complete, well-written sentences for each question.

Describe the assignment, including the tools/technology, process, and the teacher’s lesson objectives.

Write about what you specifically learned from this assignment. Describe the specific knowledge/skills you acquired. What prior knowledge/skills did you need to complete the assignment?

Evaluate your performance: Why did you choose this artifact above others? Identify what you did well and what you could improve. What are you going to do with this knowledge/skill; how might you transfer this knowledge/skill to other academic and/or personal situations?

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Grade Level Summaries

(Double space, use a plain font, minimum 350 words, Standard English, formal style and use paragraphs.) These summaries are more than a listing of classes; reflect on what you have learned from all activities. The following questions may help as you write, but you do NOT need to answer each one.

1.Which classes did you like the best and why.

2. Which classes were easiest for you?

3. Did you develop any relationships with teachers this year?

4. What were/are the highlights of your life this year? (Think outside of school, community, vacations, job, etc.)

5. What were some of the negative happenings, or challenges you faced?

6. What were some strengths you developed this year?

7. What were weaknesses that may have kept you from achieving your best?

8. Did you give your best efforts in classes?

9. Did you really put good effort into your ITEDs/standardized tests? Why or why not?

10. What extracurricular/club/service projects did you join and what did you learn from them?

11. Did you have a job outside of school? Did it help/hurt your school work?

12. What would you do over again?

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Career Speaker Information and Reflections

(Grades 10,11,12)

Student Name and Advisor______

Date ______

Name of Speaker______

Occupation______

Write at least two complete, well-written sentences per question and follow the rules for formal writing.

Complete the first and last bulleted items before attending the speaker session.

•What were your expectations about this job before you heard the presenter?

•What, if anything, changed your mind about this job/career? (education requirements, physical activity, travel, benefits, etc.)

• Name at least one other occupation that relates to this field of work and describe how it relates.

• What core areas, electives and/or activities should you concentrate on in high school to prepare for a career in this field? Where can you receive more education/training for this work?

• What question(s) did you or classmates have for the presenter? What questions do you still have for this speaker?

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Career/College/Training Research and Reflection

(After high school options included in 9th, 10th, 11th, 12th)

Student Name and Advisor

“Title of Article”

Author and or sponsoring group (Pioneer Seeds)

Date of publishing, or acquired from Internet

Part I-Article Summary

This part should be several sentences and must include important information!

Think: Who, What, When, Where, Why. (Anyone reading the summary should be able to outline the main ideas.)

Part 2-Your Reflection/opinion

You may use first person pronouns for this section (I, me). This section should also be several sentences and reflect thoughtful ties to the article.

Think: How does this information apply to you? What did you learn? How do you compare/contrast this new information with what you already know or have learned from other articles or career speakers. Did this information help you with any future decisions?

Note: Each of the parts should be about 150-200 well-written words. Please delete instructions before typing your summary and reflection.

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Freshman Goal Sheet

This year the two classes I will have to work hardest in are:

______

______

I plan to be involved in the following activities: